Microsoft Word - BRAIN_7_issue_4_version_4.doc 5 The Status of Positive Psychology Strengths within the Romanian School in the Digital Society Georgeta Pânişoară Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, Romania georgeta.panisoara@fpse.unibuc.ro Ion-Ovidiu Pânişoară Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, Romania ovidiu.panisoara@fpse.unibuc.com Cristina Sandu Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, Romania cristina.sandu@fpse.unibuc.ro Ruxandra Chirca (Neacşu) Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, Romania chircaruxandra@yahoo.com Abstract The aim of this study is to identify the possible correlations between the strengths that are taught in school and those which are necessary for reaching personal success. In order to test the extent to which these strengths correlate, we applied a psychological-assessment tool composed of 24 strengths with a Likert-type response scale. The subjects selected for this research were 100 teachers from Romania, both male and female. The results were processed in SPSS Statistics, where we also calculated Pearson's correlation coefficient. After analyzing the descriptive statistics and the correlation coefficient we noticed that the "Vitality" strength showed a statistically significant negative correlation between the two groups, therefore it is not taught in school but it is considered important for achieving personal success. The "Citizenship" strength showed a statistically significant positive correlation, being concurrently promoted in school and important in achieving success. The neuro-linguistic reprogramming of a young individual will need a considerable effort, first of all as regards being aware of the values which render his well-being, and secondly as regards his orientation towards these values, which as it seems he was not at all oriented to. The new student profile of today’s society, also known as the digital native, needs to assimilate a full set of positive psychology values in order to create a complete model of success for nowadays’ world. Keywords: school, strengths, success, positive psychology, neuropsychology, neuro- linguistic programming, digital native. 1. Introduction According to Caine et.al., the functions of brain structures represent a field of interest for both psychologists and neuroscientists, since a series of learning principles, which are commonly associated with neuroscience, can likewise be assigned to the development of students’ learning, interacting and processing information (Caine et al., 2005; Goswami, 2008). At the same time, the area of neuroscience which focuses on brain mechanisms promotes what is known as neuro- linguistics, along with one of its specific functions – neuro-linguistic programming (NLP). NLP is tightly connected to education (Norman, 2000), as it provides a model of cognitive and behavioral mechanisms, which are concurrently linked to the nervous system and the brain and to the BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 7, Issue 4, November 2016, ISSN 2067-3957 (online), ISSN 2068 - 0473 (print) 6 improvement of our interaction and affiliation with others (Bandler & Grinder, 1979). Moreover, interaction, intention, passion, imagination, self-awareness, affiliation – they “all represent a kind of interface between how we relate with each other, how we would like to be ourselves and how we finally achieve self-fulfillment” (Hertenstein, & Weiss, 2011, p. 4). The digital society we live in, also referred to as the information society, is driven by information and communication technologies which allow people to produce and share data unboundedly (Webster, 2006). This digital society has a visible impact upon the educational process as well, as it has given birth to a new student profile – the digital native (Prensky, 2001), a type of student who cannot see the world other than digital (Abraham & Behrendt, 2010). In Tapscott’s opinion, digital natives guide themselves according to eight standards derived from their permanent contact with technology: freedom, customization, scrutiny, integrity, collaboration, entertainment, speed and innovation (Tapscott, 2009). When these standards are confronted with the 24 character strengths regarded by this study, we can notice an obvious similarity between the standards mentioned and values like: creativity, integrity, vitality, fairness, citizenship, or humor. What happens though with the rest of the values which the digital native might not have? In this situation, it becomes of clear necessity to think about how school can at the same time meet the student’s needs and provide him with the values that he lacks, in order to create a complete and integrative student profile. Another essential concept in neuroscience with a great impact on positive psychology is “self-directed neuroplasticity”, a principle according to which methodical effort and exercise can reshape cerebral function in an expected manner and with a curative purpose (Schwartz & Strach, 1991). Apart from the deliberate neuroplasticity, it seems that digital natives go through this process even without noticing. Brain reorganization only occurs when attention is directed to a certain sensory input for a long time. In order for this reorganization to occur there are usually necessary 100 minute sessions, 5 days a week, for 50-10 weeks (Bruer, 1999), precisely what digital natives do today when playing video games or browsing online (Eduardsen, 2001). Nonetheless, in terms of positive psychology through deliberate neuroplasticity, this principle allowed Shapiro and Carlson to state that the more we exercise positive thinking and self-compassion, the more we help our neurons to develop new connections and to strengthen that specific area of our brain. This conversion in our brain eventually leads to changing our set point of happiness (Shapiro & Carlson, 2009). However, the values of positive thinking are not always what we choose to exercise. What we impose to ourselves or what is imposed to us by others can be both positive and negative. According to Beck’s cognitive theory, distress finds its origins in the contradiction between the demands imposed by others or self-imposed (by means of self-programming) and the individual’s abilities and resorts (Beck, et al., 2005). Parenthetically, self-programming appears whenever an individual envisions how he/she might behave in a certain context, according to his experience up to that moment, thus creating a mental model which is ready to be used in a future real situation (Korkmaz, 2013). Returning to positive and negative emotions, cognitive-behaviorists state that both of them are the result of the individual’s cognitions (David, 2006), although they can be altered through the constant training framed by neuroplasticity. What is presumably considered the need to create a definite joint between neuroscience, positive psychology and neuropsychology led to the formation of a new field of study known as “positive neuropsychology”. According to Randolph, neuropsychology, which refers to the study and development of cognitive health, added with the principles of positive psychology, forms the boundaries of positive neuropsychology. Under these circumstances, positive neuropsychology depicts “an overarching orientation to our work that emphasizes cognitive wellness” (Randolph, 2013, p. 3), in other words the orientation that emphasizes the very same values of positive psychology developed by Seligman and pointed out in this study. We started from the premise that we need to identify how many prevalent virtues of positive psychology are actually internalized within the educational process in school, as it is one of the key G. Pânişoară, I.O. Pânişoară, C. Sandu, R. Chirca (Neacşu) - The Status of Positive Psychology Strengths within the Romanian School in the Digital Society 7 elements at the basis of our students’ development. Later on, as a latter part of this research, we could focus our attention on developing a specific setup of neurolinguistics programming for internalizing these values. As regards the contemporary positive psychology, Peterson and Park noted that it holds a double input: on the one hand, it provides an umbrella term for the theory and research that have been so far secluded and, on the other hand, it provides the consistent argument that what makes life worth living should earn its own field of study within psychology (Peterson & Park, 2008: 85). Within the studies of positive psychology, the concept under discussion has been many a time associated with well-being. “Positive Psychology is concerned with the pleasant life, the engaged life and the meaningful life. These three orientations to happiness are associated with well- being.” (Carr, 2011: 2) Nonetheless, we tend to disagree with a very strict boundary line between the elements that influence and form personal well-being. According to Magnusson and Cairns’ holistic paradigm, an individual must be perceived as an “organized whole”, rather than a sum of singular aspects which have been analyzed separately (Magnusson & Cairns, 1996 in Pilkauskaite- Valickiene, & Gabrialaviciute, 2014). Therefore, in studying students’ satisfaction as a whole, there is a series of elements which should be taken into consideration simultaneously. For instance, O'Brien states that "school climate and school culture, what is taught and how it is assessed and the relationships between students and teachers must be analyzed in order to develop educational programs that are focused not only on academic success, but on also on the students' well-being" (Nevogan, 2013: 200). Aside from this resemblance to well-being, positive psychology has developed a series of concepts, usually referred to as "strengths" that are thought to improve an individual's life quality and provide him with the necessary assets for gaining success. For instance, researchers and psychologists who focused on positive psychology in the matter of prevention discovered "which are the specific strengths that are necessary for protecting the individual from a mental illness: courage, future-oriented thinking, optimism, interpersonal skills, faith, work ethic, hope, honesty, perseverance and the ability to develop insights" (Seligman, Csikszentmihalyi, 2000). Alongside the aforementioned strengths, there are also other concepts that may be included in the field of positive psychology, such as: life satisfaction, self-concept, optimism and self-efficacy. In point of life satisfaction, this concept was defined as "an individual's overall appraisals of the quality of his or her life" (Diener, Emmons, Larsen & Griffin, 1985 in Chen et al., 2016: 105). Life satisfaction, as the individual's perspective on life, can many a time be influenced by self- esteem, which, in its turn, can be influenced by the individual's socioeconomic status (SES). In this case, self-esteem serves as a mediator between life satisfaction and SES, which represents the way society is related to the individual (Twenge & Campbell, 2002). Beside this viewpoint, we also support Sagone and De Caroli’s opinion according to which apart from an individual’s socio- economic status, self-esteem is equally related to self-determination and independence (Sagone, De Caroli, 2014), in other words, the extent to which an individual is able to control his own thoughts and act accordingly. In 2005, Lent et al. put forward an integrative model of well-being and psychosocial adjustment which included personality traits and affective dispositions, life satisfaction, self-efficacy and environmental supports and resources. In their opinion, the simplest way to achieve life satisfaction is through domain satisfaction, in other words, through achieving success in a specific area of life, such as school. In their study, "domain satisfaction was found to be the single most consistent predictor of overall life satisfaction" (Lent et.al., 2005: 439) while the development of a positive self-system throughout a teenager's school education was proved to play an important role in creating a positive life course trajectory (Patrick et.al., 2007; Shanahan, 2000). Self-concept is considered imperative for maximizing human potential, from its early stages, such as school achievement, up to physical/mental well-being, productive employment and other contributions to society (Craven, Marsh & Burnett, 2003 apud Martin, 2006: 312). In terms of optimism, Friedman and Kern regard it as a tendency of having positive expectations for the future and for being confident in one's ability to deal with challenges (Friedman & Kern, 2014). Scheier, Carver, and Bridges (2001) define optimism as "expectancies that are BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 7, Issue 4, November 2016, ISSN 2067-3957 (online), ISSN 2068 - 0473 (print) 8 generalized—expectancies that pertain more or less to the individual's entire life space" (apud Feldman & Kubota, 2015: 211). In Europe, the relationship between optimism and health was confirmed by a Finnish study which involved 8.690 middle-aged subjects. Optimism and extroversion correlated with healthy lifestyle in samples of English, Belgian, Finnish and Norwegian young adults. Another Polish-Swedish research team found correlations between a healthy behaviour and optimism, self-efficacy and the sense of coherence (Dosedlova et al., 2014:1053). Self-efficacy, an equally important element in positive psychology, was regarded by Bandura as "concerned with judgments of how well one can execute courses of action required to deal with prospective situations" (1982, apud Locke & Johnston, 2016: 1). Bandura (1977) also compared self-efficacy with expectancies of goal outcomes: "Outcome and efficacy expectations are differentiated, because individuals can believe that a particular course of action will produce certain outcomes, but if they entertain serious doubts about whether they can perform the necessary activities, such information does not influence their behaviour" (apud Feldman & Kubota, 2015: 211). In school, teacher efficacy, regarded as the confidence held by teachers in terms of personal and collective ability to influence student learning, represents a key motivator in enhancing students' development (Klassen et al., 2011: 21). This point of view is also supported by Zimmerman who states that self-efficacy is "the judgement of an individual about how well he is able to make something come true and succeed at the end" (apud Saricoban, 2015). It is imperative to mention that we concurrently advocate a more integrative viewpoint, according to which parent- child relations are as important as teacher efficacy in developing students’ motivation (Grigoryeva & Shamionov, 2014). However, we have focused our attention on the latter one, as it is strongly related to the subject under study. 1. Methodology 2.1. Aim The aim of our research is to identify a possible correlation between the strengths taught in school and those which are necessary for achieving personal success. 2.2. Hypothesis There is a statistically significant correlation between the strengths taught in school and the strengths that ensure personal success. 2.3. Subjects The participants were 100 teachers from Romania, aged between 20-60, both male and female, from sciences and humanities. 2.4. Method For the present research we used a tool composed of 24 strengths: creativity, curiosity, open- mindedness, love of learning, perspective, bravery, persistence, integrity, vitality, love, kindness, social intelligence, citizenship, fairness, leadership, forgiveness and mercy, modesty, prudence, self-regulation, appreciation of beauty and excellence, gratitude, hope, humor and spirituality. We used a Likert-type response scale from 0 to 5, where 0 = not important, 1 = slightly important, 2 = moderately important, 3 = important, 4 = fairly important and 5 = very important. The participants were given the necessary instructions before completing the questionnaire. In 2004, Seligman and Peterson (apud Seligman & Peterson, 2005) developed a list of 6 virtues and 24 related character strengths. G. Pânişoară, I.O. Pânişoară, C. Sandu, R. Chirca (Neacşu) - The Status of Positive Psychology Strengths within the Romanian School in the Digital Society 9 Character Strengths Wisdom and Knowledge Creativity Curiosity Open-mindedness Love of learning Perspective Courage Bravery Persistence Integrity Vitality Humanity Love Kindness Social Intelligence Justice Citizenship Fairness Leadership Temperance Forgiveness and mercy Modesty Prudence Self-regulation Transcendence Appreciation of beauty and excellence Gratitude Hope Humor Spirituality 1. Results The results were introduced and processed in SPSS Statistics. In order to identify the level of correlation for all the selected strengths, we applied descriptive statistics and Pearson's correlation test. The descriptive statistics for the questionnaire results, Pearson's correlation coefficient and two Pie Chart graphs are presented hereinafter. Table 1. Descriptive Statistics for the 24 strengths N Sum Mean Std. Deviation creativitysuccess 100 388.00 3.8800 1.32787 curiositysuccess 100 325.00 3.2500 1.47966 openmindednesssucces 100 316.00 3.1600 1.35378 succes 100 302.00 3.0200 1.46322 perpectivesucces 100 347.00 3.4700 1.49379 braverysucces 100 195.00 1.9500 1.86068 persistencesucces 100 369.00 3.6900 1.46815 integritysucces 100 298.00 2.9800 1.44236 vitalitysucces 100 268.00 2.6800 1.60731 lovesucces 100 236.00 2.3600 1.53426 kindnesssucces 100 227.00 2.2700 1.72829 BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 7, Issue 4, November 2016, ISSN 2067-3957 (online), ISSN 2068 - 0473 (print) 10 socialintelligence 100 342.00 3.4200 1.41550 citizenshipsucces 100 123.00 1.2300 1.58181 fairnesssucces 100 300.00 3.0000 1.46336 leadershipsucces 100 181.00 1.8100 1.64344 forgivenessandmercysucces 100 165.00 1.6500 1.38808 modestysucces 100 196.00 1.9600 1.66315 prudencesucces 100 222.00 2.2200 1.51478 selfregulationsucces 100 296.00 2.9600 1.43492 appreciationofbeautyandexcellencesuccess 100 199.00 1.9900 1.39621 gratitudesucces 100 172.00 1.7200 1.45699 hopesucces 100 251.00 2.5100 1.64835 humorsucces 100 210.00 2.1000 1.69074 spiritualitysucces 100 163.00 1.6300 1.72712 creativityschool 100 268.00 2.6800 1.67501 curiosityschool 100 277.00 2.7700 1.61342 openmindednessschool 100 347.00 3.4700 1.69047 loveoflearningschool 100 320.00 3.2000 1.68775 perspectiveschool 100 235.00 2.3500 1.55943 braveryschool 100 169.00 1.6900 1.38312 perseverenceschool 100 356.00 3.5600 1.56554 integrityschool 100 254.00 2.5400 1.52700 vitalityschool 100 196.00 1.9600 1.55648 loveschool 100 210.00 2.1000 1.54069 kindnessschool 100 204.00 2.0400 1.42786 socialintelligenceschool 100 277.00 2.7700 1.46925 citizenshipschool 100 253.00 2.5300 1.57925 fairnessschool 100 304.00 3.0400 1.43492 leadershipschool 100 179.00 1.7900 1.60991 forgivenessandmercyschool 100 188.00 1.8800 1.67139 modestyschool 100 227.00 2.2700 1.85785 prudenceschool 100 268.00 2.6800 1.47628 selfregulationschool 100 244.00 2.4400 1.78275 appreciationofbeauty andexcellenceschool 100 274.00 2.7400 1.62443 gratitudeschool 100 227.00 2.2700 1.52325 hopeschool 100 179.00 1.7900 1.48593 humorschool 100 139.00 1.3900 1.54981 spiritualityschool 100 137.00 1.3700 1.41888 Valid N (listwise) 100 Table 1 shows the descriptive statistics of this study: the number of subjects, sum, mean and standard deviation. Most of the response means for the strengths that are necessary in achieving personal success were higher than those for the strengths promoted in school. Hence, we can assume that within the Romanian school, some of these 24 strengths, such as Creativity (mean success = 3.8, mean school = 2.6), Vitality (mean success = 2.6, mean school = 1.9) and Social Intelligence (mean success = 3.4, mean school = 2.7) have lower values than those necessary for achieving personal success. These results imply that our educational process is in need of a change which should start with reprioritizing the strengths promoted in school. As stated above, there is a discrepancy between Creativity as a goal and what actually happens in school. Even though a teacher might feel the need of developing this personality trait, the curriculum design does not allow him to be flexible enough. Thus, we are currently facing an imperative need of implementing more programs for personal development and more classes which allow students to create original products. G. Pânişoară, I.O. Pânişoară, C. Sandu, R. Chirca (Neacşu) - The Status of Positive Psychology Strengths within the Romanian School in the Digital Society 11 Table 2. Correlation Vitality Correlations Vitality success Vitality school Vitality success Pearson Correlation 1 -.774 Sig. (2-tailed) .044 N 100 100 Vitality school Pearson Correlation -.774 1 Sig. (2-tailed) .044 N 100 100 Table 2 illustrates the correlation between "Vitality" as strength necessary for achieving personal success and "Vitality" as strength promoted in school. A statistically significant negative correlation (-.774) can be noticed between these two elements. Therefore, Vitality, defined as "approaching life with excitement and energy; feeling alive and activated" is not properly cultivated in school, although it is generally regarded as being highly important in achieving personal success. Optimizing this personality trait in school might increase the students' level of self- satisfaction. What a teacher could actually do at school is to help students develop a dynamic and proactive attitude. Table 3. Correlation Citizenship Correlations Citizenshipsuccess Citizenshipschool Citizenshipsuccess Pearson Correlation 1 .769 Sig. (2-tailed) .037 N 100 100 Citizenshipschool Pearson Correlation .769 1 Sig. (2-tailed) .037 N 100 100 Table 3 illustrates the correlation between "Citizenship" as an imperative strength in achieving personal success and "Citizenship" as strength taught in school. A statistically significant positive correlation (.769) can be noticed between these two elements. In this case, Citizenship, defined as "working well as a member of a group or team; being loyal to the group", is both cultivated in school and regarded as very important in achieving personal success. Thus, if we teach students to develop a socially responsible behaviour, their perception on loyalty within a group will naturally improve in time. Being responsible becomes a more and more valuable trait, both socially and individually, and it has to be cultivated particularly by teachers. BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 7, Issue 4, November 2016, ISSN 2067-3957 (online), ISSN 2068 - 0473 (print) 12 Figure 1. Pie chart vitalitysuccess Figure 2. Pie chart vitalityschool The Pie charts above illustrate the distribution of responses for the "Vitality" strength. It can be noticed how the lower values are much more frequent than the high ones, in terms of promoting this strength in school. Thus, the participants at this study consider that school does not attach enough importance to this strength, even though it has proven to be so mandatory in assuring the students' well-being and personal success. Considering our initial hypothesis, we can state that it was not confirmed, as it did not exist a statistically significant correlation for the 24 strengths, between what is promoted in school and G. Pânişoară, I.O. Pânişoară, C. Sandu, R. Chirca (Neacşu) - The Status of Positive Psychology Strengths within the Romanian School in the Digital Society 13 what is considered to be necessary for achieving personal success. The Romanian educational system should reconsider the values taught in school, as they do not concord with the real necessities for achieving personal success. 2. Conclusions A positive school climate can help solve a series of educational issues, affecting both the teacher's and the student's behaviour. A supportive school climate was confirmed to positively affect teachers' self-efficacy, to manifest a long-term positive effect on student learning and to encourage personal well-being (Ciani et al., 2008). Along with all these favourable outcomes, researchers found that a positive school climate also develops a sense of belonging, trust, care and respect, common beliefs and values, as well as cooperation and responsibility. (Meristo & Eisenschmidt, 2014). Each of the aforementioned effects is essential for ensuring a productive school environment, governed by mutual agreement, partnership and cohesiveness. Unfortunately at this very moment we are unable to talk about a fundamental orientation of the young people towards the values which, if they guided their lives, would lead them to a general state of well- being and would keep them aloof from depression, alienation or other counterproductive psychological conditions. What is undoubtedly necessary for reaching a positive outcome in this field of action is being aware of all these values under discussion and following a guided process of neurolinguistics programming. So again it is imperative to reflect upon the way in which school can help build a young person`s profile and offer him all the necessary values for developing a unitary and integrative model of success for today`s society. References Abraham, L., Behrendt, C. (2010). Oh my God What Happened And What Should I Do?. New York: Imperative Thunder Bandler, R., Grinder, J. (1979). Frogs into princes: Neuro linguistic programming. People Press Moab, Utah: Real. Beck, A.T., Emery, G., & Greenberg, R.L. (2005) Anxiety Disorders And Phobias: A Cognitive Perspective. Basic Books Bruer, J.T. (1999). The Myth of the First Three Years. Glencoe: The Free Press Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2005). 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Grown Up Digital: How the Net Generation is Changing Your World. New York: McGraw-Hill Twenge, J.M. & Campbell, W.K. (2002). Self-esteem and socioeconomic status: A metaanalytic review. Personality and Social Psychology Review, vol. 6: 59–71 Webster, F. (2006). Theories of the Information Society. 3 rd edition. London: Routledge 1 5 A n n e x n o .1 . T h e 2 2 s tr e n g th s T a b le 4 . C o rr e la ti o n C re a ti v it y C re a ti v it y s u c c e ss C re a ti v it y s c h o o l c re a ti v it y su c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 7 1 S ig . (2 - .5 8 9 N 1 0 0 1 0 0 c re a ti v it y sc h o o l P e a rs o n C o rr e la ti o n -. 0 7 1 1 S ig . (2 - .5 8 9 N 1 0 0 1 0 0 T a b le 5 . C o rr e la ti o n C u ri o si ty c u ri o si ty su c c e ss c u ri o si ty sc h o o l C u ri o si ty s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 3 5 S ig . (2 -t a il e d ) .5 9 2 N 1 0 0 1 0 0 C u ri o si ty s c h o o l P e a rs o n C o rr e la ti o n -. 0 3 5 1 S ig . (2 -t a il e d ) .5 9 2 N 1 0 0 1 0 0 B R A IN . B ro a d R e s e a rc h i n A rt if ic ia l In te ll ig e n c e a n d N e u ro s c ie n c e V o lu m e 7 , Is s u e 4 , N o v e m b e r 2 0 1 6 , IS S N 2 0 6 7 -3 9 5 7 ( o n li n e ), I S S N 2 0 6 8 - 0 4 7 3 ( p ri n t) 1 6 T a b le 6 . C o rr e la ti o n O p e n m in d e d n e ss o p e n -m in d e d n e ss su c c e ss o p e n -m in d e d n e ss sc h o o l o p e n -m in d e d n e ss su c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 6 8 S ig . (2 -t a il e d ) .6 0 8 N 1 0 0 1 0 0 o p e n -m in d e d n e ss sc h o o l P e a rs o n C o rr e la ti o n -. 0 6 8 1 S ig . (2 -t a il e d ) .6 0 8 N 1 0 0 1 0 0 T a b le 7 . C o rr e la ti o n L o v e o f le a rn in g L o v e o f le a rn in g su c c e ss L o v e o f le a rn in g sc h o o l L o v e o f le a rn in g s u c c e ss P e a rs o n C o rr e la ti o n 1 .1 9 7 S ig . (2 -t a il e d ) .1 3 1 N 1 0 0 1 0 0 L o v e o f le a rn in g s c h o o l P e a rs o n C o rr e la ti o n .1 9 7 1 S ig . (2 -t a il e d ) .1 3 1 N 1 0 0 1 0 0 T a b le 8 . C o rr e la ti o n P e rs p e c ti v e P e rs p e c ti v e s u c c e ss P e rs p e c ti v e s c h o o l p e rs p e c ti v e su c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 6 8 S ig . (2 -t a il e d ) .6 0 8 N 1 0 0 1 0 0 p e rs p e c ti v e sc h o o l P e a rs o n C o rr e la ti o n -. 0 6 8 1 S ig . (2 -t a il e d ) .6 0 8 N 1 0 0 1 0 0 G . P â n iş o a ră , I. O . P â n iş o a ră , C . S a n d u , R . C h ir c a ( N e a c şu ) - T h e S ta tu s o f P o s it iv e P s y c h o lo g y S tr e n g th s w it h in t h e R o m a n ia n S c h o o l in t h e D ig it a l S o c ie ty 1 7 T a b le 9 . C o rr e la ti o n B ra v e ry b ra v e ry su c c e ss b ra v e ry sc h o o l b ra v e ry su c c e ss P e a rs o n C o rr e la ti o n 1 .0 0 4 S ig . (2 -t a il e d ) .5 7 7 N 1 0 0 1 0 0 b ra v e ry sc h o o l P e a rs o n C o rr e la ti o n .0 0 4 1 S ig . (2 -t a il e d ) .5 7 7 N 1 0 0 1 0 0 T a b le 1 0 . C o rr e la ti o n P e rs is te n c e p e rs is te n c e su c c e ss p e rs is te n c e sc h o o l p e rs is te n c e su c c e ss P e a rs o n C o rr e la ti o n 1 .0 7 5 S ig . (2 -t a il e d ) .5 7 1 N 1 0 0 1 0 0 p e rs is te n c e sc h o o l P e a rs o n C o rr e la ti o n .0 7 5 1 S ig . (2 -t a il e d ) .5 7 1 N 1 0 0 1 0 0 T a b le 1 1 . C o rr e la ti o n I n te g ri ty In te g ri ty s u c c e ss In te g ri ty s c h o o l In te g ri ty s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 5 8 S ig . (2 -t a il e d ) .6 6 1 N 1 0 0 1 0 0 In te g ri ty s c h o o l P e a rs o n C o rr e la ti o n .0 5 8 1 S ig . (2 -t a il e d ) .6 6 1 N 1 0 0 1 0 0 B R A IN . B ro a d R e s e a rc h i n A rt if ic ia l In te ll ig e n c e a n d N e u ro s c ie n c e V o lu m e 7 , Is s u e 4 , N o v e m b e r 2 0 1 6 , IS S N 2 0 6 7 -3 9 5 7 ( o n li n e ), I S S N 2 0 6 8 - 0 4 7 3 ( p ri n t) 1 8 T a b le 1 2 . C o rr e la ti o n L o v e L o v e s u c c e ss L o v e s c h o o l L o v e s u c c e ss P e a rs o n C o rr e la ti o n 1 .1 1 7 S ig . (2 -t a il e d ) .3 7 3 N 1 0 0 1 0 0 L o v e s c h o o l P e a rs o n C o rr e la ti o n .1 1 7 1 S ig . (2 -t a il e d ) .3 7 3 N 1 0 0 1 0 0 T a b le 1 3 . C o rr e la ti o n K in d n e ss k in d n e ss s u c c e ss k in d n e ss s c h o o l K in d n e ss s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 7 1 S ig . (2 -t a il e d ) .5 9 1 N 1 0 0 1 0 0 K in d n e ss s c h o o l P e a rs o n C o rr e la ti o n -. 0 7 1 1 S ig . (2 -t a il e d ) .5 9 1 N 1 0 0 1 0 0 T a b le 1 4 . C o rr e la ti o n S o c ia l In te ll ig e n c e S o c ia l in te ll ig e n c e s u c c e ss S o c ia l in te ll ig e n c e s c h o o l S o c ia l in te ll ig e n c e s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 4 7 S ig . (2 -t a il e d ) .7 2 2 N 1 0 0 1 0 0 S o c ia l in te ll ig e n c e s c h o o l P e a rs o n C o rr e la ti o n .0 4 7 1 S ig . (2 -t a il e d ) .7 2 2 N 1 0 0 1 0 0 G . P â n iş o a ră , I. O . P â n iş o a ră , C . S a n d u , R . C h ir c a ( N e a c şu ) - T h e S ta tu s o f P o s it iv e P s y c h o lo g y S tr e n g th s w it h in t h e R o m a n ia n S c h o o l in t h e D ig it a l S o c ie ty 1 9 T a b le 1 5 . C o rr e la ti o n F a ir n e ss F a ir n e ss s u c c e ss F a ir n e ss s c h o o l F a ir n e ss s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 1 5 S ig . (2 -t a il e d ) .9 1 2 N 1 0 0 1 0 0 F a ir n e ss s c h o o l P e a rs o n C o rr e la ti o n -. 0 1 5 1 S ig . (2 -t a il e d ) .9 1 2 N 1 0 0 1 0 0 T a b le 1 6 . C o rr e la ti o n L e a d e rs h ip L e a d e rs h ip s u c c e ss L e a d e rs h ip s c h o o l L e a d e rs h ip s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 1 3 0 S ig . (2 -t a il e d ) .3 2 0 N 1 0 0 1 0 0 L e a d e rs h ip s c h o o l P e a rs o n C o rr e la ti o n -. 1 3 0 1 S ig . (2 -t a il e d ) .3 2 0 N 1 0 0 1 0 0 T a b le 1 7 . C o rr e la ti o n F o rg iv e n e ss a n d M e rc y F o rg iv e n e ss a n d m e rc y s u c c e ss F o rg iv e n e ss a n d m e rc y s c h o o l F o rg iv e n e ss a n d m e rc y s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 1 2 S ig . (2 -t a il e d ) .3 3 0 N 1 0 0 1 0 0 F o rg iv e n e ss a n d m e rc y s c h o o l P e a rs o n C o rr e la ti o n .0 1 2 1 S ig . (2 -t a il e d ) .3 3 0 N 1 0 0 1 0 0 B R A IN . B ro a d R e s e a rc h i n A rt if ic ia l In te ll ig e n c e a n d N e u ro s c ie n c e V o lu m e 7 , Is s u e 4 , N o v e m b e r 2 0 1 6 , IS S N 2 0 6 7 -3 9 5 7 ( o n li n e ), I S S N 2 0 6 8 - 0 4 7 3 ( p ri n t) 2 0 T a b le 1 8 . C o rr e la ti o n M o d e st y M o d e st y s u c c e ss M o d e st y s c h o o l M o d e st y s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 0 5 S ig . (2 -t a il e d ) .4 6 9 N 1 0 0 1 0 0 M o d e st y s c h o o l P e a rs o n C o rr e la ti o n -. 0 0 5 1 S ig . (2 -t a il e d ) .4 6 9 N 1 0 0 1 0 0 T a b le 1 9 . C o rr e la ti o n P ru d e n c e P ru d e n c e s u c c e ss P ru d e n c e s c h o o l P ru d e n c e s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 2 2 7 S ig . (2 -t a il e d ) .0 8 1 N 1 0 0 1 0 0 P ru d e n c e s c h o o l P e a rs o n C o rr e la ti o n -. 2 2 7 1 S ig . (2 -t a il e d ) .0 8 1 N 1 0 0 1 0 0 T a b le 2 0 . C o rr e la ti o n S e lf -r e g u la ti o n se lf -r e g u la ti o n su c c e ss se lf -r e g u la ti o n sc h o o l se lf -r e g u la ti o n s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 8 5 S ig . (2 -t a il e d ) .5 1 9 N 1 0 0 1 0 0 se lf -r e g u la ti o n s c h o o l P e a rs o n C o rr e la ti o n .0 8 5 1 S ig . (2 -t a il e d ) .5 1 9 N 1 0 0 1 0 0 G . P â n iş o a ră , I. O . P â n iş o a ră , C . S a n d u , R . C h ir c a ( N e a c şu ) - T h e S ta tu s o f P o s it iv e P s y c h o lo g y S tr e n g th s w it h in t h e R o m a n ia n S c h o o l in t h e D ig it a l S o c ie ty 2 1 T a b le 2 1 . C o rr e la ti o n A p p re c ia ti o n o f b e a u ty a n d e x c e ll e n c e A p p re c ia ti o n o f b e a u ty a n d e x c e ll e n c e s u c c e s A p p re c ia ti o n o f b e a u ty a n d e x c e ll e n c e s c h o o l A p p re c ia ti o n o f b e a u ty a n d e x c e ll e n c e s u c c e ss P e a rs o n C o rr e la ti o n 1 -. 0 2 9 S ig . (2 -t a il e d ) .5 2 4 N 1 0 0 1 0 0 A p p re c ia ti o n o f b e a u ty a n d e x c e ll e n c e s c h o o l P e a rs o n C o rr e la ti o n -. 0 2 9 1 S ig . (2 -t a il e d ) .5 2 4 N 1 0 0 1 0 0 T a b le 2 2 . C o rr e la ti o n G ra ti tu d e G ra ti tu d e s u c c e ss G ra ti tu d e s c h o o l G ra ti tu d e s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 4 5 S ig . (2 -t a il e d ) .7 3 2 N 1 0 0 1 0 0 G ra ti tu d e s c h o o l P e a rs o n C o rr e la ti o n .0 4 5 1 S ig . (2 -t a il e d ) .7 3 2 N 1 0 0 1 0 0 T a b le 2 3 . C o rr e la ti o n H o p e H o p e s u c c e ss H o p e s c h o o l H o p e s u c c e ss P e a rs o n C o rr e la ti o n 1 .0 3 6 S ig . (2 -t a il e d ) .2 8 6 N 1 0 0 1 0 0 H o p e s c h o o l P e a rs o n C o rr e la ti o n .0 3 6 1 S ig . (2 -t a il e d ) .2 8 6 N 1 0 0 1 0 0 B R A IN . B ro a d R e s e a rc h i n A rt if ic ia l In te ll ig e n c e a n d N e u ro s c ie n c e V o lu m e 7 , Is s u e 4 , N o v e m b e r 2 0 1 6 , IS S N 2 0 6 7 -3 9 5 7 ( o n li n e ), I S S N 2 0 6 8 - 0 4 7 3 ( p ri n t) 2 2 T a b le 2 4 . C o rr e la ti o n H u m o r H u m o r su c c e ss H u m o r sc h o o l H u m o r su c c e ss P e a rs o n C o rr e la ti o n 1 .1 6 0 S ig . (2 -t a il e d ) .2 2 2 N 1 0 0 1 0 0 H u m o r sc h o o l P e a rs o n C o rr e la ti o n .1 6 0 1 S ig . (2 -t a il e d ) .2 2 2 N 1 0 0 1 0 0 T a b le 2 5 . C o rr e la ti o n S p ir it u a li ty S p ir it u a li ty s u c c e ss S p ir it u a li ty s c h o o l S p ir it u a li ty s u c c e ss P e a rs o n C o rr e la ti o n 1 .1 0 7 S ig . (2 -t a il e d ) .4 1 6 N 1 0 0 1 0 0 S p ir it u a li ty s c h o o l P e a rs o n C o rr e la ti o n .1 0 7 1 S ig . (2 -t a il e d ) .4 1 6 N 1 0 0 1 0 0